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Paramedic Care: Principles & Practice
Volume 1, 5e
Chapter 11
Human Life Span
Development
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Multimedia Directory
Slide 6 Treatment Across the Life Span Video
Slide 72 Pharmacology and the Older Adult
Video
Slide 74 Nutrition and Aging Video
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Standard
• Life Span Development
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Richard A. Cherry
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Competency
• Integrates comprehensive knowledge of life span
development.
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Introduction
• People change over span of lifetime.
• Changes in size, appearance, vital signs, body
systems, psychosocial development.
• Some changes make it necessary to adjust
treatment of patients.
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Treatment Across the Life Span Video
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Click here to view a video on the topic of treating patients of different ages.
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Introduction
• Developmental Stages
– Infancy: birth to 12 months
– Toddler: 12 to 36 months
– Preschool age: 3 to 5 years
– School age: 6 to 12 years
– Adolescence: 13 to 18 years
– Early adulthood: 19 to 40 years
– Middle adulthood: 41 to 60 years
– Late adulthood: 61 years and older
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Figure 11-1 People change over the span of a lifetime.
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Infancy
• Physiologic Development
– Greatest changes in range of vital signs are in pediatric
patients.
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Table 11-1 Normal Vital Signs
Pulse
(Beats
per
Minute)
Respiration
(Breaths
per Minute)
Blood
Pressure
(Average
mmHg)
Temperature
Infancy:
At birth:
At 1 year:
100–180
100–160
30–60
30–60
60–90
systolic
87–105
systolic
98–100°F
98–100°F
36.7–37.8°C
36.7–37.8°C
Toddler (12 to 36 months) 80–110 24–40 95–105
systolic
96.8–99.6°F 36.0–37.5°C
Preschool age (3 to 5 years) 70–110 22–34 95–110
systolic
96.8–99.6°F 36.0–37.5°C
School-age (6 to 12 years) 65–110 18–30 97–112
systolic
98.6°F 37°C
Adolescence (13 to 18 years) 60–90 12–26 112–128
systolic
98.6°F 37°C
Early adulthood
(19 to 40 years)
60–100 12–20 120/80 98.6°F 37°C
Middle adulthood
(41 to 60 years)
60–100 12–20 120/80 98.6°F 37°C
Late adulthood
(61 years and older)
* * * 98.6°F 37°C
*Depends on the individual's physical health status.
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Infancy
• Physiologic Development
– Younger the child, more rapid pulse and respiratory
rates.
– At birth, heart rate 100 to 180 beats per minute; settles
at 120 beats per minute.
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Infancy
• Physiologic Development
– Initial respiratory 30 to 60 breaths per minute; drops to
30 to 40 breaths per minute.
– Tidal volume initially 6 to 8 mL/kg; increases to 10 to 15
mL/kg by 12 months of age.
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Infancy
• Physiologic Development
– Normal range for blood pressure related to age and
weight of infant; tends to increase with age.
– Systolic blood pressure increases from 60 to 90 at
birth; 87 to 105 at 12 months.
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Infancy
• Physiologic Development
– Normal birth weight: 3.0 to 3.5 kg.
– First week of life, drops by 5 to 10 percent.
– During first month, infants grow at 30 grams per day.
– Double birth weight by 4 to 6 months and triple it at 9 to
12 months.
– Infant's head equal to 25 percent of total body weight.
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Figure 11-2 Infants double their weight by 4 to 6 months old and triple it by 9 to 12 months.
(© Michal Heron)
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Infancy
• Physiologic Development
– Shortly after birth, ductus venosus constricts.
– Blood pressure changes; foramen ovale closes.
– Ductus arteriosus constricts after birth.
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Infancy
• Physiologic Development
– Once closed, blood can no longer bypass lungs by
moving from pulmonary trunk directly into aorta.
– Leads to increase in systemic vascular resistance;
decrease in pulmonary vascular resistance.
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Infancy
• Physiologic Development
– First breath infant takes is forceful.
– Lungs of fetus secrete surfactant.
– Surfactant: chemical that reduces surface tension;
holds moist membranes of lungs together.
– After first breath, lungs expand; breathing becomes
easier.
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Infancy
• Physiologic Development
– Airway shorter, narrower, less stable, more easily
obstructed.
– "Nose breather" until 4 weeks of age.
– Important nasal passages stay clear.
– Lung tissue fragile; prone to barotrauma.
– Rapid respiratory rates lead to rapid heat and fluid loss.
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Infancy
• Physiologic Development
– Chest wall less rigid than adult's.
– Ribs positioned horizontally, causing diaphragmatic
breathing.
– Kidneys not able to produce concentrated urine.
– Easily become dehydrated; develop water and
electrolyte imbalance.
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Infancy
• Physiologic Development
– Fetus acquires some of mother's active immunities
against pathogens.
– Breast-fed baby receives antibodies through breast
milk.
– Sensation present in all portions of body at birth.
– Lacks ability to localize pain and isolate response to it.
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Infancy
• Physiologic Development
– Moro reflex (startle reflex): when baby is startled, he
throws his arms wide, spreading his fingers and then
grabbing instinctively with arms and fingers.
Should be brisk and symmetrical.
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Infancy
• Physiologic Development
– Palmar grasp: strong reflex in full-term newborn.
Elicited by placing a finger firmly in infant's palm
Grasp weakens as hand becomes less continuously fisted
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Infancy
• Physiologic Development
– Rooting reflex: causes hungry infant to turn his head to
the right or left when hand or cloth touches his cheek.
– Sucking reflex: stroking infant's lips causes sucking
movement.
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Infancy
• Physiologic Development
– Fontanelles
Allow for compression of head during childbirth.
Rapid growth of brain during early life.
Diamond-shaped soft spots of fibrous tissue at top skull; bones
eventually fuse together.
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Infancy
• Physiologic Development
– Newborn sleeps 16 to 18 hours daily.
– Periods of sleep and wakefulness evenly over 24-hour
period.
– Infants sleep through night within 2 to 4 months.
– Normal infant easily aroused.
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Infancy
• Physiologic Development
– Extremities grow in length from growth plates located
on ends of long bones.
– Factors affecting bone development and growth:
nutrition, exposure to sunlight, growth and thyroid
hormones, genetic factors, general health.
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Infancy
• Physiologic Development
– Rapid changes during first year of life.
– 2 months: tracks objects with eyes; recognizes familiar
faces.
– 3 months: moves objects to mouth with hands; displays
primary emotions.
– 4 months: drools without swallowing; reaches out to
people.
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Infancy
• Physiologic Development
– 5 months: sleeps through night without waking for
feeding; discriminates between family and strangers.
– 5 to 7 months: teeth appear.
– 6 months: sits upright; makes one-syllable sounds.
– 7 months: fear of strangers; moods shift from crying to
laughing.
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Infancy
• Physiologic Development
– 8 months: responds to word "no"; can sit alone; plays
"peek-a-boo."
– 9 months: responds to adult anger; pulls to standing
position; explores objects by mouthing, sucking,
chewing, biting.
– 10 months: attention to name; crawls.
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Infancy
• Physiologic Development
– 11 months: attempts to walk without assistance; shows
frustration about restrictions.
– 12 months: walks with help; knows name.
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Infancy
• Psychosocial Development
– Begins at birth; develops as result of instincts, drives,
capacities, interactions with environment.
– Key component is family.
– Reciprocal socialization: child's active role in own
development.
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Infancy
• Psychosocial Development
– Crying: newborn's only means of communication.
– Bonding based on secure attachment; infant's sense
that needs will be met by caregivers.
– Anxious resistant attachment: uncertain whether or not
caregivers will be responsive or helpful when needed.
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Infancy
• Psychosocial Development
– Anxious avoidant attachment: infant has no confidence
he will be responded to helpfully when he seeks care.
– Trust vs. mistrust: develops trust based on consistent
parental care; if irregular and inadequate care,
develops anxiety, insecurity, mistrust, hostility.
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Infancy
• Psychosocial Development
– Scaffolding: building on what they already know.
– Easy child: regular body functions; low or moderate
intensity of reactions; acceptance of new situations.
– Difficult child: irregular body functions; intense
reactions; withdrawal from new situations.
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Infancy
• Psychosocial Development
– Slow-to-warm-up child: low intensity of reactions;
somewhat negative mood.
– First stage of parental-separation reaction is protest.
– Second stage is despair.
– Last stage is detachment or withdrawal.
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Toddler and Preschool Age
• Physiologic Development
– Toddlers (12 to 36 months)
Heart rate: 80 to 110 beats per minute.
Respiratory rate: 24 to 40 breaths per minute.
Systolic blood pressure 95 to 105 mmHg.
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Figure 11-3 A toddler beginning to stand and walk on his own.
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Toddler and Preschool Age
• Physiologic Development
– Preschoolers (3 to 5 years old)
Heart rate: 70 to 110 beats per minute.
Respiratory rate: 22 to 34 breaths per minute.
Systolic blood pressure: 75 to 110 mmHg.
Rate of weight gain slowing dramatically; gains 2.0 kg per year.
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Figure 11-4 In the preschool-age child, exploratory behavior accelerates.
(© Dr. Bryan E. Bledsoe)
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Toddler and Preschool Age
• Physiologic Development
– Capillary beds better developed.
– Hemoglobin levels approach normal adult levels.
– More surfaces for gas exchange to take place in lungs.
– Immature chest muscles; cannot sustain excessively
rapid respiratory rate for long.
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Toddler and Preschool Age
• Physiologic Development
– Kidneys well developed.
– Passive immunity lost; susceptible to
respiratory/gastrointestinal infections.
– Brain 90 percent of adult weight.
– Muscle mass/bone density increased.
– All primary teeth by age 36 months.
– Visual acuity 20/30; hearing reaches maturity at 3 to 4
years.
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Toddler and Preschool Age
• Psychosocial Development
– 1 year: grasps that words mean something.
– 3 to 4 years: has mastered basics of language.
– 18 to 24 months: understands cause and effect;
develops separation anxiety.
– 24 to 36 months: "magical thinking"; engages in play-
acting.
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Toddler and Preschool Age
• Psychosocial Development
– Exploratory behavior accelerates.
– Plays simple games; follows basic rules.
– Play provides emotional release.
– First-born child often finds it difficult to share attention
of parents with younger sibling.
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Toddler and Preschool Age
• Psychosocial Development
– Younger children often see apparent privileges
extended to older children.
– Peers provide information about other families and
outside world.
– Interaction with peers are opportunities for learning
skills, comparing oneself to others, feeling part of
group.
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Toddler and Preschool Age
• Psychosocial Development
– Authoritarian parents: demanding and desire instant
obedience from child.
Leads to children with low self-esteem and low competence.
Boys often hostile; girls often shy.
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Toddler and Preschool Age
• Psychosocial Development
– Authoritative parents: respond to the needs and wishes
of their children.
Leads to children who are self-assertive, independent, friendly,
cooperative.
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Toddler and Preschool Age
• Psychosocial Development
– Permissive parents: tolerant, accepting view of
children's behavior (aggressive and sexual behavior).
Leads to impulsive, aggressive children who have low self-
reliance, low self-control, low maturity, lack responsible
behavior.
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Toddler and Preschool Age
• Psychosocial Development
– Nearly half of today's marriages end in divorce.
– Child's physical and psychological way of life often
changes.
– Toddlers and preschoolers express feelings of shock,
depression, fear parents no longer love them.
– Parent's ability to respond to child's needs greatly
influences effects.
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Toddler and Preschool Age
• Psychosocial Development
– Television violence increases levels of aggression;
increases acceptance of use of aggression by others.
– Parental screening helps to avoid these outcomes in
toddlers and preschoolers.
– Modeling: recognize sexual differences; incorporate
gender-specific behaviors observed in parents,
siblings, peers.
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School Age
• Physiologic Development
– 6 and 12 years of age
Heart rate: 65 to 110 beats per minute.
Respiratory rate: 18 to 30 breaths per minute.
Systolic blood pressure: 97 to 112 mmHg.
Gains 3 kg per year; grows 6 cm per year.
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School Age
• Psychosocial Development
– Has developed decision-making skills.
– Is allowed more self-regulation.
– Development of self-concept.
– Develops self-esteem; negative self-esteem damaging
to further development.
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School Age
• Psychosocial Development
– Moral development begins.
– Preconventional reasoning:
Stage one: punishment and obedience.
Stage two: individualism and purpose.
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School Age
• Psychosocial Development
– Conventional reasoning:
Stage three: interpersonal norms; seeking approval of others.
Stage four: develop social system's morality.
– Postconventional reasoning:
Stage five: community rights as opposed to individual rights.
Stage six: universal ethical principles.
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Figure 11-5 School-age children are allowed more self-regulation and independence as they
grow older.
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Adolescence
• Physiologic Development
– Adolescents (13 to 18 years)
Heart rate: 60 to 90 beats per minute.
Respiratory rate: 12 to 26 breaths per minute.
Systolic blood pressure: 112 to 128 mmHg.
Rapid 2- to 3-year growth spurt.
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Adolescence
• Physiologic Development
– Girls finished growing by 16; boys 18.
– Both males and females reach reproductive maturity.
– Secondary sexual development occurs.
– Development of external sexual organs.
– Females: menstruation begins.
– Muscle mass/bone growth nearly complete.
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Figure 11-6 Children reach reproductive maturity during adolescence.
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Adolescence
• Psychosocial Development
– Adolescent strives for autonomy; parents strive for
continued control.
– Biological changes cause inner conflict.
– Privacy becomes extremely important.
– Increase in idealism.
– Try to achieve more independence.
– Self-consciousness and peer pressure increase.
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Adolescence
• Psychosocial Development
– Become interested in others in a sexual way.
– Identity development depends on how well they are
able to handle crises.
– Antisocial behavior peaks around eighth or ninth grade.
– Body image is great concern.
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Adolescence
• Psychosocial Development
– Eating disorders common.
– Self-destructive behaviors begin.
– Depression and suicide more common.
– Develop personal code of ethics.
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Early Adulthood
• 19 to 40 years
– Heart rate: 70 beats per minute.
– Respiratory rate: 12 to 20 breaths per minute.
– Blood pressure: 120/80 mmHg.
– Develop lifelong habits and routines.
– Peak physical condition: 19 to 26.
– End of this period, body begins slowing process.
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Figure 11-7 Peak physical conditions occur in early adulthood.
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Early Adulthood
• 19 to 40 years
– Accidents leading cause of death.
– Highest levels of job stress.
– Love develops (romantic/affectionate).
– Childbirth common.
– Not associated with psychological problems related to
well-being.
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Middle Adulthood
• 41 to 60 years
– Heart rate: 70 beats per minute.
– Respiratory rate: 12 to 20 breaths per minute.
– Blood pressure: 120/80 mmHg.
– Body still functions at high level.
– Vision and hearing changes.
– Cardiovascular health becomes concern.
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Figure 11-8 People in middle adulthood still function at a high level.
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Middle Adulthood
• 41 to 60 years
– Cancer concerns.
– Weight control difficult.
– Women late 40s to early 50s, menopause commences.
– More concerned with "social clock."
– "Empty-nest syndrome."
– Financial commitments for elderly parents and young
adult children.
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Late Adulthood
• Human beings: maximum life span approximately
120 years.
• Life expectancy: average number of additional
years of life expected for member of a population.
• Human beings almost always die of disease or
accident before they reach their biological limit.
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Late Adulthood
• Physiologic Development
– 61 years of age and older
Heart and respiratory rate, blood pressure: depends on
physical health status.
Cardiovascular system changes: affect its overall function.
80 years of age: 50% decrease in vessel elasticity.
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Late Adulthood
• Physiologic Development
– Heart shows disease in heart muscle, heart valves,
coronary arteries.
– Functional blood volume decreases.
– Increased likelihood for older adults to develop lung
disease and progressive declines in lung function.
– Smoking produces greatest amount of disability.
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Late Adulthood
• Physiologic Development
– Decrease in glucose metabolism and insulin
production.
– Age-related dental changes; false teeth.
– Swallowing takes 50 to 100 percent longer.
– 1 of 3 people over 60 has diverticula.
– Constipation when narcotics ingested.
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Pharmacology and the
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patient.
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Late Adulthood
• Physiologic Development
– Changes occur in metabolism and absorption.
– 25 to 30 percent decrease in kidney mass.
– Kidney's hormonal response to dehydration reduced.
– Taste buds diminish.
– Smell declines rapidly after age 50.
– Appetite often declines.
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Nutrition and Aging Video
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Late Adulthood
• Physiologic Development
– Response to painful stimuli, visual acuity, reaction time
diminished.
– Changes in organs of hearing; affect hearing.
– Changes in memory function.
– Sleep-wake cycle disrupted.
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Richard A. Cherry
Robert S. Porter
Late Adulthood
• Psychosocial Development
– Ability to learn and adjust continues throughout life.
– Influenced by interests, activity, motivation, health,
income.
– Terminal-drop hypothesis: decrease in cognitive
functioning over 5-year period prior to death.
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Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Figure 11-9 The ability to learn and adjust continues throughout life.
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Education, Inc. All Rights Reserved.
Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Late Adulthood
• Psychosocial Development
– Home-care services: assistance with household
chores; perform personal care tasks.
– Health care services: in home by nurses and physical
or speech therapists.
– Eligible for these services under Medicare.
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Education, Inc. All Rights Reserved.
Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Late Adulthood
• Psychosocial Development
– Assisted living: facility that offers combination of home
care and nursing home facilities.
– 95 percent of older adults live in communities.
– Challenges: maintaining sense of self-worth; feeling of
declining well-being.
80. Copyright © 2017, 2013, 2009 Pearson
Education, Inc. All Rights Reserved.
Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Late Adulthood
• Psychosocial Development
– Retirement usually means decrease in income and in
standard of living.
– Decreasing level of interest in work is natural.
– 22 percent of older people live in households below
poverty level.
– 50 percent of all single women above age of 60 live at
or below poverty level.
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Education, Inc. All Rights Reserved.
Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Late Adulthood
• Psychosocial Development
– Grief follows death; when advance warning, grief may
precede death.
– Death or impending death of companion leads to fear
for our own lives.
– Everyone must deal with each of the stages of grieving
before process ends.
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Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Summary
• Some stages (birth through preschool) changes
seem to occur daily.
• Infant through adolescent constitutes pediatric
population.
• Know typical developmental characteristics of
each age.
• You will be better prepared to evaluate a sick or
injured pediatric patient.
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Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Summary
• Compare child's current state to established norm;
determine if there is significant difference.
• Not every person develops at same rate and in
same way.
• Established norms are only guidelines.
• They should never take the place of thorough
assessment and history.
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Bryan E. Bledsoe
Richard A. Cherry
Robert S. Porter
Summary
• Only through experience will you feel comfortable
dealing with patients at each of stage of life.
• No matter what stage of development, a thorough
assessment, patience, and sincere desire to help
will guide you to make right emergency care
decisions for each patient.
Editor's Notes Questions:
1. Why is it important to understand age-related differences in treating patients?
2. List two examples of age considerations that may affect your treatment.
Teaching Tips
The paramedic will learn the differences between age groups and the importance of each group and their own unique set of problems.
It is important to stress that infants and children are not "small adults" and require a different approach during management.
Critical Thinking Questions
Consider the physiologic development in infants.
How does this correlate with the vital signs?
How do abnormal vital signs reflect the critical nature of your patient?
Points to Emphasize
Infants have very poor capacity to compensate for their injuries or illness.
Treatment of these patients should occur before changes are noted in vital signs, as their vitals will not change until the patient is critically ill.
Knowledge Application
Have your students research some congenital defects that occur in newborns and how they relate to the specific organ system they affect.
Discussion Topics
Discuss ways you can utilize the patient's family to help during treatment of your ill or injured infant. Discussion Topics
Discuss the differences between infants and toddlers physiologically.
Have the students give examples and describe how they relate to patient care.
Critical Thinking Questions
Toddlers undergo significant changes as they progress through infancy.
How does this relate to the vital signs?
How will their personality affect your patient care?
Points to Emphasize
It is imperative that at this stage of life, parents are involved in the toddler's care.
Teaching Tips
As your patients reach developmental milestones, it is important to recognize how they react and respond to strangers.
This will allow for better communication with all age groups of patients.
Points to Emphasize
At this stage, children can be very difficult to communicate with, especially when scared.
Explain the importance of gaining trust and utilizing parents and family.
Points to Emphasize
It is important to give adolescents privacy while caring for them and to respect their rights as a patient. Critical Thinking Questions
Adolescents are finding their identities and experimenting.
How does that change how we approach patient care with them?
Knowledge Application
Have your students compare and contrast the distinct age groups up to this point and summarize what the important differences are and how they relate to patient care.
Critical Thinking Questions
Patients that have peak physical conditioning may exhibit abnormal vital signs.
What is the physiology behind this and what should we expect to see?
Class Activities
Have your students talk about what they enjoy doing outside of school or work to relieve stress.
Critical Thinking Questions
For many people, EMS becomes their source of primary medical care.
How does that affect the system, and how does that change our role of treatment to one of prevention? Points to Emphasize
As our patients age, they begin to face struggles with health, finances, and accomplishing goals.
As a healthcare provider, it is important to be able to sympathize with our patients' fears and help them understand the care they are receiving.
Teaching Tips
Spend time discussing how treatment and care of the elderly patient impacts EMS and the differences between these patients and the other age groups.
Critical Thinking Questions
How do changes in our bodies as we age manifest themselves into a patient's chief complaint?
Questions:
1. List at least two contributors to poor prescription drug compliance in the elderly.
2. How would you obtain a reliable medication history from an elderly patient?
3. Why is it important to take the patient's medication bottles to the hospital with the patient?
Critical Thinking Questions
How do changes in a patient's senses lead to other injuries, and how can we help prevent some of these injuries? Questions:
1. Why is nutrition so important in maintaining an elderly person's health status?
2. List four age-related changes that affect nutritional status.
3. What are some preventative measures that patients can take to reduce age-related diseases related to poor nutrition? Discussion Topics
Many cultures have different ideas about their elderly population and how they should be cared for.
How does this impact patient care?